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ÜNİVERSİTE MEZUNİYET BEKLENTİLERİ ÖLÇEĞİNİN TÜRKÇEYE UYARLANMASI

Yıl 2021, Cilt: 10 Sayı: 3, 1193 - 1202, 15.09.2021

Fatih Orçan Raşit Çelik

Öz

Bu çalışma, Flores, Navarro ve DeWitz (2008) tarafından geliştirilen Üniversite Mezuniyet Beklentileri Ölçeği’nin (ÜMBÖ) Türkçeye uyarlanmasını amaçlamaktadır. Bu amaçla öncelikle ölçeğin dil çevirisi yapılmıştır. Daha sonra Türkiye’nin kuzey doğusundaki bir üniversitede 2017-2018 eğitim öğretim yılında öğrenim gören gönüllü öğrencilerden veriler toplanmıştır. Veriler Açımlayıcı ve Doğrulayıcı Faktör Analizi ile test edilmiştir. Orijinal ölçek 19 maddeden oluşmaktadır. Analiz sonuçlarına göre dört madde Türkçe versiyonundan çıkarılmış ve iki faktörden oluşan bir yapı ortaya çıkmıştır. Faktörler mesleki beklentiler (MB) ve bireysel beklentiler (BB) olarak adlandırılmıştır. Bu 15 maddenin dokuzu MB altında ve diğer altısı ise BB altında gruplanmıştır.

Anahtar Kelimeler

Faktör analizi uyarlama çalışması üniversite mezuniyet beklentisi

Kaynakça

  • Alexander, K., Bozick, B., & Entwisle, D. (2008). Persistence and change in educational expectations after high school. Sociology of Education, 81, 371-396.
  • Balloo, K., Pauli R., & Worrell, M. (2017). Undergraduates’ personal circumstances, expectations and reasons for attending university. Studies in Higher Education, 42(8), 1373-1384.
  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs: Prentice-Hall.
  • Betz, N., & Voyten K. (1997). Efficacy and outcome expectations influence career exploration and decidedness. The Career Development Quarterly, 46, 179-189.
  • Brown, D., & Cinamon, R. G. (2016). Personality traits’ effects on self-efficacy and outcome expectations for high school major choice. International Journal for Educational and Vocational Guidance, 16(3), 343-361.
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford Press.
  • Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10 (7), 1-8.
  • Cheng, S., & Starks, B. (2002). Racial differences in the effects of significant others on students’ educational expectations. Sociology of Education, 75, 306-327.
  • Christenson, S. L., Rounds, T., & Gorney, D. (1992). Family factors and student achievement: an avenue to increase students’ success. School Psychology Quarterly, 7(3), 178-206.
  • Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (2011). Motivation and education: the self-determination perspective. Educational Psychologist, 26, 325-346.
  • Dennis, J. M., Phinney, J. S., & Chuateco, L. I. (2005). The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students. Journal of College Student Development, 46(3), 223-236.
  • Devlin, M. (2011). Bridging socio-cultural incongruity: Conceptualising the success of students from low socio-economic status backgrounds in Australian higher education. Studies in Higher Education, 38(6), 939-949.
  • Field, A. (2009). Discovering statistics using SPSS. London: SAGE Publications.
  • Flores, L. Y., Navarro, R. L., & DeWitz, S. J. (2008). Mexican American high school students’ postsecondary educational goals: Applying social cognitive career theory. Journal of Career Assessment, 16(4), 489-501.
  • Frost, M. B. (2007). Texas students’ college expectations: Does high school racial composition matter? Sociology of Education, 80, 43-66.
  • Gainor, K. A., & Lent, R. W. (1998). Social cognitive expectations and racial identity attitudes in predicting the math choice intentions of black college students. Journal of Counseling Psychology, 45, 403-413.
  • Graunke, S. S., & Woosley, S. A. (2005). An exploration of the factors that affect the academic success of college sophomores. College Student Journal, 39(2), 367-376.
  • Gutman, L. M., & Midgley, C. (1999). The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition. Journal of Youth and Adolescence, 29(2), 223-248.
  • Jones, S. (2018). Expectation vs experience: might transition gaps predict undergraduate students’ outcome gaps. Journal of Further and Higher Education, 6, 1-55. DOI: 10.1080/0309877X.2017.1323195
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Lent, R. W., Brown, S. D., Brenner, B., Chopra, S. B., Davis, T., Talleyrand, R., & Suthakaran, V. (2001). The role of contextual supports in the choice of math/science educational options: A test of social cognitive hypothesis. Journal of Counseling Psychology, 48, 474-483.
  • Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79-122.
  • Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual support and barriers to career choice: a social cognitive analysis. Journal of Counseling Psychology, 47, 36-49.
  • Lent, R. W., Brown, S. D., Sheu, L. B., Gloster, C. S., Wilkins, G., Schmidt, L. C., & Lyons, H. (2005). Social cognitive predictors of academic interests and goals in engineering: Utility for women and students at historically black universities. Journal of Counseling Psychology, 52, 84-92.
  • Martin, C. R., & Newell, R. J. (2004). Factor structure of the Hospital Anxiety and Depression Scale in individuals with facial disfigurement. Psychology, Health & Medicine, 9 (3), 327-336. DOI: 10.1080/13548500410001721891.
  • McKay, J., & Devlin, M. (2016). ‘Low income doesn’t mean stupid and destined for failure’: Challenging the deficit discourse around students from low SES backgrounds in higher education. International Journal of Inclusive Education, 20(4), 347-363.
  • Muthén, L. K., & Muthén, B. O. (1998-2011). Mplus user’s guide. Sixth edition. Los Angeles, CA: Muthén & Muthén.
  • Orçan, F. (2018). Ölçek uyarlama çalışmaları: AFA ve DFA uygulamaları. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi 9(4), 414-421.
  • Reynolds, J. R., & Baird, C. L. (2010). Is there a downside to shooting for the stars? Unrealized educational expectations and symptoms of depression. American Sociological Review, 75(1), 151-172.
  • Seçer, İ., Halmatov, S., & Gençdoğan (2013). Duygusal tepkisellik ölçeğinin Türkçeye uyarlanması: Güvenirlik ve geçerlilik çalışması. Sakarya University Journal of Education, 3(1), 77-89.
  • Wells, R., Seifert, T., & Saunders, D. (2013). Gender and realized educational expectations: The roles of social origins and significant others. Research in Higher Education, 54(6), 599-626.

Yıl 2021, Cilt: 10 Sayı: 3, 1193 - 1202, 15.09.2021

Fatih Orçan Raşit Çelik

Öz

This study aims to adapt the College Outcome Expectation Questionnaire developed by Flores, Navarro and DeWitz (2008) to Turkish, under the name of Üniversite Mezuniyet Beklentileri Ölçeği (ÜMBÖ). For this purpose, first, language translation was put into practice. Then college students voluntarily participated in this study in 2017-2018 education year at a university at the north-east of Turkey. Data were tested with Exploratory and Confirmatory Factor Analysis. The original questionnaire consists of 19 items. After the analysis, 4 items were removed from its Turkish version and a structure consisting of two factors was emerged. The factors were named as professional expectations (PE) and individual expectations (IE). 9 of the 15 items were grouped under PE, while the other 6 under IE.

Kaynakça

  • Alexander, K., Bozick, B., & Entwisle, D. (2008). Persistence and change in educational expectations after high school. Sociology of Education, 81, 371-396.
  • Balloo, K., Pauli R., & Worrell, M. (2017). Undergraduates’ personal circumstances, expectations and reasons for attending university. Studies in Higher Education, 42(8), 1373-1384.
  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs: Prentice-Hall.
  • Betz, N., & Voyten K. (1997). Efficacy and outcome expectations influence career exploration and decidedness. The Career Development Quarterly, 46, 179-189.
  • Brown, D., & Cinamon, R. G. (2016). Personality traits’ effects on self-efficacy and outcome expectations for high school major choice. International Journal for Educational and Vocational Guidance, 16(3), 343-361.
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford Press.
  • Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10 (7), 1-8.
  • Cheng, S., & Starks, B. (2002). Racial differences in the effects of significant others on students’ educational expectations. Sociology of Education, 75, 306-327.
  • Christenson, S. L., Rounds, T., & Gorney, D. (1992). Family factors and student achievement: an avenue to increase students’ success. School Psychology Quarterly, 7(3), 178-206.
  • Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (2011). Motivation and education: the self-determination perspective. Educational Psychologist, 26, 325-346.
  • Dennis, J. M., Phinney, J. S., & Chuateco, L. I. (2005). The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students. Journal of College Student Development, 46(3), 223-236.
  • Devlin, M. (2011). Bridging socio-cultural incongruity: Conceptualising the success of students from low socio-economic status backgrounds in Australian higher education. Studies in Higher Education, 38(6), 939-949.
  • Field, A. (2009). Discovering statistics using SPSS. London: SAGE Publications.
  • Flores, L. Y., Navarro, R. L., & DeWitz, S. J. (2008). Mexican American high school students’ postsecondary educational goals: Applying social cognitive career theory. Journal of Career Assessment, 16(4), 489-501.
  • Frost, M. B. (2007). Texas students’ college expectations: Does high school racial composition matter? Sociology of Education, 80, 43-66.
  • Gainor, K. A., & Lent, R. W. (1998). Social cognitive expectations and racial identity attitudes in predicting the math choice intentions of black college students. Journal of Counseling Psychology, 45, 403-413.
  • Graunke, S. S., & Woosley, S. A. (2005). An exploration of the factors that affect the academic success of college sophomores. College Student Journal, 39(2), 367-376.
  • Gutman, L. M., & Midgley, C. (1999). The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition. Journal of Youth and Adolescence, 29(2), 223-248.
  • Jones, S. (2018). Expectation vs experience: might transition gaps predict undergraduate students’ outcome gaps. Journal of Further and Higher Education, 6, 1-55. DOI: 10.1080/0309877X.2017.1323195
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Lent, R. W., Brown, S. D., Brenner, B., Chopra, S. B., Davis, T., Talleyrand, R., & Suthakaran, V. (2001). The role of contextual supports in the choice of math/science educational options: A test of social cognitive hypothesis. Journal of Counseling Psychology, 48, 474-483.
  • Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79-122.
  • Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual support and barriers to career choice: a social cognitive analysis. Journal of Counseling Psychology, 47, 36-49.
  • Lent, R. W., Brown, S. D., Sheu, L. B., Gloster, C. S., Wilkins, G., Schmidt, L. C., & Lyons, H. (2005). Social cognitive predictors of academic interests and goals in engineering: Utility for women and students at historically black universities. Journal of Counseling Psychology, 52, 84-92.
  • Martin, C. R., & Newell, R. J. (2004). Factor structure of the Hospital Anxiety and Depression Scale in individuals with facial disfigurement. Psychology, Health & Medicine, 9 (3), 327-336. DOI: 10.1080/13548500410001721891.
  • McKay, J., & Devlin, M. (2016). ‘Low income doesn’t mean stupid and destined for failure’: Challenging the deficit discourse around students from low SES backgrounds in higher education. International Journal of Inclusive Education, 20(4), 347-363.
  • Muthén, L. K., & Muthén, B. O. (1998-2011). Mplus user’s guide. Sixth edition. Los Angeles, CA: Muthén & Muthén.
  • Orçan, F. (2018). Ölçek uyarlama çalışmaları: AFA ve DFA uygulamaları. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi 9(4), 414-421.
  • Reynolds, J. R., & Baird, C. L. (2010). Is there a downside to shooting for the stars? Unrealized educational expectations and symptoms of depression. American Sociological Review, 75(1), 151-172.
  • Seçer, İ., Halmatov, S., & Gençdoğan (2013). Duygusal tepkisellik ölçeğinin Türkçeye uyarlanması: Güvenirlik ve geçerlilik çalışması. Sakarya University Journal of Education, 3(1), 77-89.
  • Wells, R., Seifert, T., & Saunders, D. (2013). Gender and realized educational expectations: The roles of social origins and significant others. Research in Higher Education, 54(6), 599-626.
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Fatih Orçan Bu kişi benim

Raşit Çelik Bu kişi benim

Yayımlanma Tarihi 15 Eylül 2021
Gönderilme Tarihi 14 Mayıs 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 10 Sayı: 3

Kaynak Göster

APA Orçan, F., & Çelik, R. (2021). ÜNİVERSİTE MEZUNİYET BEKLENTİLERİ ÖLÇEĞİNİN TÜRKÇEYE UYARLANMASI. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 10(3), 1193-1202.
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